JOURNAL THESIS “THE EFFECTIVENESS OF TEACHING

JOURNAL THESIS “THE EFFECTIVENESS OF TEACHING

JOURNAL THESIS
“THE EFFECTIVENESS OF TEACHING WRITING RECOUNT TEXT
BY USING COOPERATIVE INTEGRATED READING AND
COMPOSITION (CIRC) AT EIGHTH GRADE STUDENTS OF MTs
AL-ASY’ARIYAH BANJARSARI"
By:
MARIA ULFA
NIM : 107.705
ENGLISH DEPARTMENT
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
PERSATUAN GURU REPUBLIK INDONESIA
JOMBANG
2015
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“THE EFFECTIVENESS OF TEACHING WRITING RECOUNT TEXT
BY USING COOPERATIVE INTEGRATED READING AND
COMPOSITION (CIRC) AT EIGHTH GRADE STUDENTS OF MTs
AL-ASY’ARIYAH BANJARSARI"
Maria Ulfa
English Student Education Program of STKIP PGRI JOMBANG
[email protected]
ABSTRACT
Writing is personal act in which writers take the ideas or prompts and
transform them into self initiated topics. Writing is unlike speech. It has
different form of types or message in writing. The title “The Effectiveness Of
Teaching Writing Recount Text By Using Cooperative Integrated Reading and
Composition (CIRC) at Eighth Grade of Mts Al-Asy’ariyah Banjarsari" The
statement of the problem is “Is using CIRC effective to teach writing recount
text to the eighth grade students of MTs Al’asy’ariyah Banjarsari? “.
To know the effectiveness of CIRC on teaching writing recount text, the
researcher used quantitative method with quasi – experimental design . The
population was the eighth grade students of MTs Al-Asy’ariyah Banjarsari and
the sample were VIII-A class (N= 34) as the experimental class and VIII-B class
(N= 34) as the control class. In collecting data, the instrument used was test.
The collected data was analyzed through ANCOVA test. Based on the
data analysis, it appears that the significance figure is 0,000. Due to the
significant value far below 0.05 then the alternative hypothesis (Ha) is accepted.
It means that learning writing by using CIRC method is effective than without
using CIRC.
Key Words: Writing, CIRC, Recount Text.
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ABSTRAK
Menulis adalah kegiatan pribadi di mana penulis mengambil ide atau
petunjuknya dan dimulai dari topik. Menulis bukan seperti pidato. Menulis
memiliki bentuk yang berbeda dari jenis atau pesan secara tertulis. Berdasarkan
pernyataan itu, peneliti ingin mengetahui kemampuan siswa dalam belajar
menulis, peneliti melakukan penelitian dengan judul "Efektivitas Pengajaran
Menulis Teks Recount Dengan Menggunakan Cooperative Integrated Reading
Komposisi (CIRC) di Kelas VIII Mts Al -Asy'ariyah Banjarsari "Pernyataan dari
masalah ini" Apakah menggunakan CIRC efektif untuk mengajar menulis teks
recount pada siswa kelas VIII MTs Al-asy'ariyah Banjarsari? ".
Untuk mengetahui efektivitas CIRC pada pengajaran menulis teks
recount, peneliti menggunakan metode kuantitatif dengan desain kuasieksperimental. Populasinya adalah siswa kelas VIII MTs Al-Asy'ariyah
Banjarsari dengan sampel kelas VIII-A (N= 34) sebagai kelas eksperimen dan
kelas VIII-B (N= 34) sebagai kelas kontrol. Dalam pengumpulan data,
instrumen yang digunakan adalah tes.
Data yang terkumpul dianalisis melalui uji ANCOVA. Berdasarkan
analisis data, tampak bahwa angka signifikan adalah 0,000. Karena nilai
signifikan jauh di bawah 0,05 maka hipotesis alternatif (Ha) diterima. Ini berarti
bahwa belajar menulis dengan menggunakan metode CIRC efektif dari pada
tidak menggunakan CIRC.
Kata Kunci: Menulis, CIRC, Text Recount
1. Introduction
Every teaching and learning process aims at an improvement of the
learning achievement, so the participation of both teacher and student are
necessary. In other words, in teaching and learning activity, the teacher and the
student have tied connection which involves each other. Besides receiving the
material from the teacher, the students are expectable being active in doing
activities to support their learning process such as reading book, telling things,
discussing problems, working in group, or doing the school tasks so that they
can be more physically and mentally involved.
Teaching English as a foreign language (TEFL) is about conveying
information to students in an interesting way and communicating a love and
passion for the English language. Teachers use a wide range of the innovative
techniques of teaching English as a foreign language, course books, other
materials and a variety of audio-visual aids. There is a strong emphasis on
dialogue and role-playing, but teaching English which are integrated among four
skills and components of language are more needed. Students learn English for
a variety of reasons: to improve their conversational English; to prepare for
examinations; to gain entry to an English-speaking college or university; or to
use English in their work, so the content of lessons varies.
Writing is often believed to be the most complex one compared to the
three other skills,example, listening, speaking, and reading. As state by
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Fachrurrazy (2011:88) writing belongs to an active or productive skill. It means
that ,writing is very important to express one’s ideas in a piece of paper clearly.
Compared to the other skills, writing is perceived as the most difficult to acquire
for some reasons. It is a difficult subject because in writing we not only have to
share ideas from our brain but also we should know to choose and combine the
vocabulary to create something that is meaningful. It is not easy to translate
concepts in our brain to be a written text.
Learning English should be packaged by the teacher to be the interesting
lesson for the student, to develop their enthusiasm and motivation. It is
important to prepare learning material, teaching model or method, and teaching
media before the class started. As state by Slavin (1995: 2) cooperative learning
refers to a variety of teaching method in which students work in small group to
help one another learn academic content. Cooperative learning usually
supplements the teacher’s instruction by giving students an oppurtunity to
discuss information or practice skills originally presented by the teacher.
Sometimes cooperative method require students to find or discover information
on their own. Cooperative learning has been used and investigated in every
subject at all grade levels. In cooperative classroom, the students are expected to
discuss and argue with each other, to asses each other’s current knowledge and
fill in gaps in each other understands.
One of the ways to teach writing is by using CIRC (Cooperative
Integrated Reading and Composition). As state by Slavin (1995: 7) cooperative
integrated reading and composition (CIRC) is a comprehensive program for
teaching reading and writing in the upper elementary and middle grades.
Because the researcher has an assumption that it may be useful to improve the
student’s ability in comprehending an English text.
For teaching CIRC, the teacher using reading texts and reading groups,
much as in traditional reading programmes. However, all students are assigned
to teams composed of two pairs from two different reading groups. While the
teacher is working with one reading group, the paired students in the other
groups are working on a series of engaging activities, including reading to one
another, making predictions about how narrative stories will come out,
summarising stories to one another, writing responses to stories, and practising
spelling, decoding, and vocabulary. The students work as a team to master “main
idea” and other comprehension skills. During language arts periods, students
engage in writing drafts, revising and editing one another’s work, and finalising
the team books. Teaching learning by CIRC is appropriate in teaching reading
and writing because after reading a text given by teacher, students have to
understanding the content of the text by discussing with their group. After that,
students by themselves make a writing text based on their comprehension of
their reading before.
The researcher found two previous studies. From these previous studies,
it can be used for researcher take the study. The first previous study was written
by Erhan in his study entitled” Effects of cooperative integrated reading and
composition (CIRC) technique on reading-writing skills”. He focus on readingwriting skills. In his study, there is a problem which is not solve yet, it is the
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learning process situation was chaos. Therefore to make effective condition, the
researcher prefer use team books. The second previous study was compiled by
Agustini entitled “The effect of cooperative learning techniques and students’
attitude on the reading comprehension of the eleventh grade students of SMAN I
Kediri”. She was analyzed the data by two way Anova and continued to Tukey
test to know the the effectiveness of TPS and CIRC.
2. Theory
As state by O’Malley (1996:136) Writing is personal act in which writers
take the ideas or prompts and transform them into self initiated topics. One of
the functions of writing is communication, writing is unlike speech. It has
different form of types or message in writing.
Writing is one of four language skills that must be understood and
mastered by students. Writing is a partial representation unity of language
expression. It is a process of thinking in writing form, where the writer can
express his or her ideas, experiences, thought,and feeling. Students can express
their ideas by writing tat they make. Writing skill seems to be a difficult thing
for some students. They think that writing is more complicate than reading or
speaking. Because to be a good writer, we need to master structure, good
vocabulary, and good mechanic. As state by Heaton (1975: 138) states that
writing skill is complex, and difficult to teach, requiring mastering not only of
grammatical but also of conceptual judgment elements. So, the teachers have to
prepare a good strategies.
Cooperative Integrated Reading and Composition (CIRC) method, one of
the learning method based on cooperation is designed to develop reading,
writing, and other languange skills in the upper grades of primary education.
CIRC can make a fun teaching learning because students can make an
interaction with their friends. It is very useful for teaching learning process and
also for students. They can discuss each other about topic. It practices the
student sociality. By CIRC, students are practiced to make an argument, giving
opinion and also try to seek a solving of the problem.
CIRC is appropriate in teaching reading and writing because after reading
a text given by teacher, students have to understanding the content of the text by
discussing with their group. After that, students by themselves make a writing
text based on their comprehension of their reading before.
To substantiate statement above, the researcher try to find the study has
been studied by two previous studies that have relevance with this kind of study
the researcher conducted. The first relevance study comes from Erhan Durukan
(2010: 105-108) with the title of her journal is,he found that there is there is a
statistically significant difference between the pre-implementation and postimplementation mean scores of students without any group distinction
(experimental and control group) as well. The researcher of this thesis chooses
altogether 45 7th grade students as samples of the experiments, and they are in
two different classes of the same major. The similarity between his research and
the researcher’s is both of them used CIRC English ability. The differences are
on the subject, the researcher choose student in eighth grade of junior high
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school and focus on writing, and researcher using quasi experiment so the class
is not chosen by random. The researchers choose two classes as experiment and
control class. While her research choose in 7th grade students enrolled at a
primary school centre of Giresun Province in the 2009/2010 academic year.
Ni Made Sri Agustini (2013 ) from Language Education Department, Post
Graduate Program Ganesha University of Education Singaraja, Indonesia and
the her journal is conducted to prove that teaching reading of the students. His
object of the study is this study was to investigate whether there was a
significant interactional effect of cooperative learning techniques and student’s
attitude on the reading comprehension. For data collection, he used an
experimental study with Posttest Only Randomized Experiment Group Design
by 2x2 factorial arrangement for get data analysis. He found there was a
significant difference in reading comprehension between the students who were
treated by using different cooperative learning techniques. There was significant
effect of the interaction between cooperative learning techniques and students’
attitude towards the students’ reading comprehension.There was a significant
difference in reading comprehension between the students with positive attitude
who were treated with TPS and CIRC. There was a significant difference in
reading comprehension between the students with negative attitude who were
treated with TPS and CIRC. It is seen that the results of the test show that
students’ success increases when these two skills are taught in integration
through information-gap tasks. The similarity between her research and the
researcher’s is on the strategy that is integrating listening and speaking CIRC.
The differences are on the subject, the researcher choose student in 8th of junior
high school and focus on writing, and researcher using quasi experiment so the
class is not chosen by random. The researchers choose two classes as experiment
and control class. While her research, she choose 236 students while the number
of the sample was 84.The obtained data of the study were collected using two
types of instrument: the reading comprehension test and reading attitude
questionnaire.
3. Research Methodology
This research design was experimental design used quantitative research.
Quantitative research was used to know the student’s achievement by showing
scores. The researcher wanted to know the effectiveness of teaching writing
recount text by using CIRC at MTs Al-asy’ariyah Banjarsari. The population of
this research is eighth grade students of MTs al-asy’ariyah Banjarsari. The
researcher took all students from VIII A class (N= 34) as an experiment class
and VIII B class (N= 34) as controlled class. The researcher used test as the
instrument in this research.
Before giving the treament, the researcher was giving pre-test to all of the
students from experimental class and control class, to measure the students’
ability in comprehending text before got treatment. After got treatment, the
research give post-test for both of classes and the score of the students was
compared.
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In collecting data, the researcher has to do some procedures. The
explanation below presented them:
1)
The researcher conduct pre-test on May 13th, 2015.Then the researcher
gave pre-test for both of the experimental and control class to reach the
students’ achievement in teaching writing recount text..
2)
Next, on May 20th -21th 2015, the researcher continued to give the
treatment only for the experimental class, by using student CIRC method.
For control class, the researcher taught them like usual, without CIRC
method.
3)
After that, the researcher hold post-test for both of classes after she has
given the treatment to experimental class and taught the control class. She
examined how far the treatment affects the students in writing recount text.
Post-test conduct on May 27th 2015.
4)
The last, the researcher counted the data by the appropriate formulas to
know the significant difference between the experimental class which got
the treatment by using CIRC and the control class which did not get it.
Below the researcher presents the research schedule for the clear
explanation:
Schedule of Treatment
Meeting
Date
Activity
th
1
12 May 2015
Giving try out to other class
2
13th May 2015
Giving pre-test to experimental and control
group
3
20th May 2015
Giving treatment to experimental group
th
4
21 May2015
Giving treatment to experimental group
th
5
27 May 2015
Giving post-test to experimental and
control group
The comparison used to find out which class that had higher score from
experimental and controlled class. The collected data analyze was analyzed
through ANCOVA test by using SPSS 16.0 for calculating data.
4. Findings and Discussion
Based on the research which is to know how is the effectiveness of
teaching writing recount text using CIRC to eighth grade students by finding
whether the students who were taught by using CIRC achieve better than the
students who were not taught by using CIRC. The data presented the result from
data analysis of ANCOVA-test. The first was pre-test score which was gotten
before teaching by using CIRC, and the second was post-test score which was
gotten after teaching by using CIRC.
The pre-test was held on May 13th 2015. In this research there are two
classes, they are experimental class and control class. The score of students are
gotten twice. The first is pre-test score which is gotten before teaching by using
CIRC method.
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After the researcher got the data above, then the data was analyzed by
using SPSS 16.0. for windows. The mean of pre-test both of experimental and
control class can be seen as the figure below:
Result of The Mean of Pre-test Scores
Class
Mean
experimental class
control class
Total
N
11.35
11.09
22.44
Std. Deviation
34
34
68
1.790
1.264
2.077
Based on the table of mean above, it was said that the mean score of pretest of experimental group was higher than the mean score of control group:
11.35 < 11.09. But the data could not say yet that both group have the same or
equal ability. Because the researcher used analysis covariance to know whether
those groups were equal or not.
Meanwhile, The post-test was held on May 27th 2015, the post-test is
needed to know different score between experimental class and control class
after given treatment and the mean of post-test both of experimental and control
class can be seen as the table below:
Result of The Mean of Post-test Scores
Class
experimental class
control class
Class
Mean
13.15
11.88
24.97
N
Std. Deviation
34
34
68
1.438
1.066
1.895
From the table, it can be seen that the mean of experimental class was
13.15 while the mean of control class was 11.88. This result shows that the mean
of post test score for experimental class was higher than control class. But the
researcher could not said that the technique used in experimental group was
more effective than control group, because they had different mean score in pretest and post-test. Therefore, the researcher used analysis of covariance
(ANCOVA) to find out the significant different between the score of two classes
after the treatment given
The Different Significant Value Between experimental class and control
class:
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Tests of Between-Subjects Effects
Dependent Variable: Treatment
Type III Sum of
Squares
df
Source
Corrected Model
Intercept
Pretest
Group
Error
10.133a
Total
Corrected Total
a.
b.
Mean Square F
Sig.
.000
.000
.000
.000
49.090
2.403
3.542
27
1
6
7
.375
49.090
.400
.506
6.867
40
.172
170.000
68
17.000
67
2.186
285.930
2.332
2.947
R Squared = ,596 (Adjusted R Squared = ,323)
Computed using alpha = .05
From the result above shows that the number of significance for the class
is 0,000. Because the value is far below 0.05 then H0 is rejected. It can be
concluded that without the influence of the Pre-test score, at 95% confidence
level, there is the effect of different classes to post-test score were obtained by
the students.
From the finding, the result of final data which have been derived from
analysis covariance (ANCOVA) in SPSS 16.0 for windows that Ha is accepted.
Therefore, it concluded that CIRC method is effective in teaching writing
recount text at the eighth grade students of MTs Al-asy’ariah Banjarsari.
In this research, the researcher proposes alternative hypothesis (Ha):
 Ha : There is a statistically significant (α≤0.05) difference of teaching
writing recount text by using CIRC and without using CIRC.
The assumption of this hypothesis as follows:
a. If Fhitung ≥ Ftable , the Null Hypothesis (Ho) is rejected and alternative
hypothesis (Ha) is accepted. It means there is a statistically significant
difference of teaching writing recount text by using CIRC and without using
CIRC.
b. If Fhitung ≤ Ftable, the Null hypothesis (Ho) is accepted and alternative
hypothesis (Ha) is rejected. There isn’t a statistically significant difference
of teaching writing recount text by using CIRC and without using CIRC.
Based on the description of data calculation, it can be inferred that:
In table, F is 2.947 It shows that Fhitung ≥ Ftable, it means that the Null
Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is accepted.
Testing is done by eliminating the effect of pretest of the model. The number of
significance for the class is 0.000 because the value is far below 0.05 then Ho is
rejected.
Based on data description, the researcher can conclude that by using
CIRC to eighth grade students at MTs Al-Asy’ariyah Banjarsari. The result of
data got from test that divided into pre-test and post-test. It showed from
experiment class has the mean of pre-test is 11.35 before using CIRC method.
Then, mean increased into 13.15 in post test after given the treatment by using
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CIRC method. Therefore, the students that have the highest mean score of posttest in experiment class, which is given the treatment by using CIRC.
In analyzing the data, the writer analyzed the hypothesis of pre-test and
post-tests both of class. This step is the main to know whether CIRC method
effective or not. The researcher analysis by conducting ANCOVA, to test this
hypothesis, each group is given a pretest and posttest related. The following are
the results of pretest and posttest was done. The number F for 2.874 with a
probability value of 0.000. If this figure is compared with the significance of
categorical figure is 0.05, then these numbers look bigger, so it can be
ascertained that the variant of the dependent variable is a homogeneous, thus
meeting the requirements of ANCOVA. In table shows that the magnitude or
significance probability value was 0.000, less than 0.05. Thus the third Ho is
rejected and Ha is accepted. It can be concluded that there is a significant
difference on students’ writing by using CIRC method in learning process. This
finding same as state by Slavin (1995: 7) cooperative integrated reading and
composition (CIRC) is a comprehensive program for teaching reading and
writing in the upper elementary and middle grades.
That statement above same as Erhan’s research (2010 : 108). He found
that CIRC method effective reading comprehension and writing skills. The
researcher found that CIRC can facilitate their English writing skill.
5. Conclusion
The researcher is conducted to know the students who are taught by
using CIRC method have better writing recount achievement than the students
who are not taught by CIRC method. There was a significant difference of
teaching writing recount text by using CIRC method, which is indicated by
significant value obtained from ANCOVA.
The use of CIRC method contributes significant value is smaller than
significant level : 0.00<0.05. It means that CIRC method is effective in
learning writing.
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